Aotearoa, New Zealand, is both a bicultural nation and a multicultural society, so the need to prioritise culture in design pedagogy and practice is not only palpable but well overdue within our creative tertiary institutes. Diversities are acknowledged as highly valuable within higher education, but when they are explored as non-western cultural and creative practices, they are still sidelined as optional, or as extensions to the current teleological pathways carved out within tertiary design curricula and practice. Building on the 'Indigenous Wisdom' framework outlined in the emergent design provocation Transition Design, this research introduces how an appreciation of cultural acumen can benefit, enrich, critique, and radicalise current design thinking, process and praxis. This study will discuss both Māori and Pasifika world views and ideologies and illustrate how these can enrich and enable design education. The aim of this paper is to highlight an appreciation for the reciprocity and respect imbued within kaupapa Māori and the Pasifika ideology of ta-vā (time and space) and how these considerations can enhance the discipline when they are purposefully, knowingly and respectfully imbued in design thinking and praxis. This research specifically focuses on the establishment of connections as essential to both the discipline and the teaching and learning experience. To achieve this, this study will introduce commensality, the coming together around a table to break bread and boundaries, and place it within the framework of Transition Design. Having gained an appreciation of Transition Design, Māori and Pasifika world views and ideologies, and commensality, this research will exemplify instances where students have combined these considerations to enhance their design solutions, and also where pedagogy can be used to specifically enhance teaching and learning by enabling an appreciation of cultural identity and social connectivity within the learning space.
In this review of Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien, book reviewers Nan O’Sullivan and David Hakaraia explain how this book casts light on discussion points, awkward conversations, skewed demographics and pathways to radical change in these disciplines in South Africa. Keywords: Critical pedagogies, South Africa, Book review, Art design and architectureHow to cite this article:O’Sullivan, N.C. & Hakaraia, D. 2020. Book review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien. Scholarship of Teaching and Learning in the South. 4(2): 244-247. https://doi.org/10.36615/sotls.v4i2.150.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
<p>This research explores how Māori tradition and narratives along with modern fabrication techniques can be used to make contemporary Māori design. The aim of this thesis is to document my work history and findings; and to add to the continuation of contemporary Māori design discourse. Part of the documentation process was interviewing leading Māori artists and craftspeople. This helped me to develop and reflect upon my tikanga (correct procedure), which in turn allowed me to create a body of physical works that fulfilled the compositional component of this thesis. There are two dominating components to my work: the engagement of narratives which I have a personal interest in and my use of new technologies to generate these works. The narratives used predominantly relate to my Māori cultural heritage and background. These stories have captured my imagination and I have enjoyed expressing them in a way that departs from the customary tribal style and creates a personal contemporary design approach that is distinctly my own.</p>
<p>This research explores how Māori tradition and narratives along with modern fabrication techniques can be used to make contemporary Māori design. The aim of this thesis is to document my work history and findings; and to add to the continuation of contemporary Māori design discourse. Part of the documentation process was interviewing leading Māori artists and craftspeople. This helped me to develop and reflect upon my tikanga (correct procedure), which in turn allowed me to create a body of physical works that fulfilled the compositional component of this thesis. There are two dominating components to my work: the engagement of narratives which I have a personal interest in and my use of new technologies to generate these works. The narratives used predominantly relate to my Māori cultural heritage and background. These stories have captured my imagination and I have enjoyed expressing them in a way that departs from the customary tribal style and creates a personal contemporary design approach that is distinctly my own.</p>
In this review of Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien, book reviewers Nan O’Sullivan and David Hakaraia explain how this book casts light on discussion points, awkward conversations, skewed demographics and pathways to radical change in these disciplines in South Africa.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.